Commitment as a Predictor of Professional Identity in Pre-service Physical Education Teachers

This study investigates the influence of professional commitment on the development of professional identity among pre-service physical education (PE) teachers at teacher training colleges in Inner Mongolia, China. Drawing from quantitative data collected through structured questionnaires, the research explores how the psychological attachment and dedication of pre-service teachers toward their future profession contribute to the shaping of their professional identity. Descriptive and structural equation modeling (PLS-SEM) analyses reveal a strong positive relationship between commitment and professional identity, with commitment demonstrating a statistically significant path coefficient (β = [insert exact value if needed]) and a moderate effect size. These findings underscore the importance of fostering a deep sense of commitment in teacher training programs to enhance professional self-concept and career readiness. The study offers implications for curriculum design and mentoring strategies in multicultural and minority education contexts, highlighting commitment as a critical factor in preparing competent and motivated PE educators.